Design mobile learning around the features students already use frequently, while recognising this is not a panacea¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that mobile learning design take the target users' existing feature-use patterns into account. Because eclectic and Internet users together account for 68% of the students and "eclectic user s also use features requiring Internet access with high frequency", the authors conclude that "requiring the use of Internet on mobile phones in support of learning is likely to result in ea se of adoption for a majority of the students". However, they caution that "targeting the features that the students already use frequently may enhance mobile learning adoption, it is not a panacea" because general use does not translate into voluntary educational usage.

Design Implications¶

Context¶

Requirements¶

• Knowledge of the mobile user type mix of the targeted student group, obtained through context-specific investigation

Constraints¶

• About 32% of students will likely find a requirement of internet usage on their mobile phones discomforting
• Students may not engage in educational activities as often as other activities on their phones

Target Learners¶

• higher education students in the Caribbean region

Target Learning Goals¶

• mobile learning adoption
• design of mobile learning delivery

Claims¶

Related Strategies¶

• Design adult learning products with short lessons, visualizations, mobile-first simplicity, and contextualized content integrating basic and job skills
• Embed situated, context-triggered language learning activities in learners' everyday environments

Examples¶

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Key Sources¶

• Singh, L. & Thomas, T. D. (2020). The Effect of Mobile User Typology on Mobile Learning Adoption in Higher Education. Asian Journal of Distance Education, 15(2). http://www.asianjde.org